Unit 7: Global Standings and Perspectives 1

1. What are the principles of 21St Century Skills?

2. How do the 21st Century skills impact your teaching or your beliefs about
teaching?
3. Which skill is the most important or critical for students to learn in order to be
successful?

Written assignment week VII - Global Standings and Perspectives

M. Ed. Program in Advanced Teaching

EDUC 5010-01 - AY2022-T3

INTRODUCTION

“Abstract

In the 21st century, people have to have high level thinking skills called 21 century learning

skills in order to solve new problems of the new world. They should know how to use their

knowledge and skills. These learning skills can be summarized under the three main subtitles;

information and communication skills, thinking and problem-solving skills, interpersonal and

self-directional skills. When educational problems are changing, at the same time solution

proposals to these problems are also changing. Therefore, to achieve the goals for 21 Century

Learning Skills require the new approaches and new methods. Postmodern instructional

design principles appear to meet the needs of the 21st century. In this paper 21 Century

Learning Skills will be explained and postmodern instructional design principles will be

given as solution proposal. Procedia - Social and Behavioural Sciences Volume 1, Issue 1,

(2009) Pages 1464-1468

© 2009 Elsevier Ltd Open access under CC BY-NC-ND license.”

1. What are the principles of 21st Century Skills?

The three main principles of the 21st Century Skills are:

a) Information and communication skills.

Unit 7: Global Standings and Perspectives 2

1. What are the principles of 21St Century Skills?

2. How do the 21st Century skills impact your teaching or your beliefs about
teaching?
3. Which skill is the most important or critical for students to learn in order to be
successful?

b) Thinking and problem-solving skills.

c) Interpersonal and self-directional skills.

The Global way of thinking has changed from say, twenty years ago, the emphasis

nowadays is on evaluation, critical thinking, reflection and forward thinking. Education went

from the “banking system” Freire, J. Pedagogy of the Oppressed (1968) to a more holistic

view. Focus has become sociological in view, taking cognisance of the “whole” of the person

in context with back-ground, school, society and globally.

2. How do the 21st Century skills impact on your teaching or your belief about teaching?

As mentioned before, the lesson plans notarise the strand, the standard, the grade level

indicators and the objectives. During Cloze of said lesson plan, conclusions are given of the

desired and achieved outcomes of the lesson and try to have a clear indicator as to areas

where a different approach might be required to achieve the desired outcomes. Another

section of the lesson plans is in the form of an invitation: “What would you like us to discuss

in the next lesson” this will be over and above the normal lesson. Any topic you choose, we

will go through it together.” This question is directed directly to the students and falls under

the definition IBL which is Heutagogy as opposed to Pedagogy. The IBL (Inquiry-based

Learning) is normally [traditionally] used in Math and Science classrooms but deserves to be

incorporated into language studies for students.

3. Which skill is the most important or critical for students to learn in order to be

successful?
Unit 7: Global Standings and Perspectives 3

1. What are the principles of 21St Century Skills?

2. How do the 21st Century skills impact your teaching or your beliefs about
teaching?
3. Which skill is the most important or critical for students to learn in order to be
successful?

To answer that, the writer would put forward: CRITICAL THINKING. Students

should question, discuss, peer-discuss, analyse, dissect every idea and the possible

application of said idea. Question, question and question. Hand in hand will be critical self-

analysis, reflective self-analysis. We will put it maybe in a weird sentence/statement

however, “backward thinking and pondering with “resultive” forward application.”

It seems not to be a word, resultive, maybe it should be.

Sources and references

Freire, J. Pedagogy of the Oppressed (1968)

https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf

Procedia - Social and Behavioural Sciences Volume 1, Issue 1, (2009) Pages 1464-1468

https://www.sciencedirect.com/science/article/pii/S1877042809002614

Referenced: https://doi.org/10.1016/j.sbspro.2009.01.258